Sie sind auf Seite 1von 9

Lesson Planning Year 2, SEM 1

Date: Day: 30th Month: Oct Year: 2018 Name of Noor AlSuwaidi / H00370271
Student:
Time: from: 11:00am length of class: Name of AlQarayen Kindergarten
to: 11:55am 55 minutes School:
Name of Tr. Layla Grade: KG2/5 No. Ss: 29
MST:
Details about the book that Name of book: Unit: page(s)
the MST uses: Plants Science 24

PURPOSE – Why am I teaching this lesson? What do I want the students to know/to be able to do by the end of the
lesson that they could not do before?

OBJECTIVES

Students will be able to ….

 Understand that the fruits and vegetables grow in different ways and places.
 List the parts of the plant and where the fruits/vegetables grow.
 Develop their memorizing skills.
 Solve the game on the computer.
 Recognize that fruits and vegetables grow in 3 different places (on the trees, above the ground and
under the ground.)
 Identify which fruit and which vegetables grows where and how it grows.
 Recognize that the plant is a living thing.

LANGUAGE – What is the language I hope to teach? Specifically – what do I want the students to be able to say or write
or read or listen to? Is it new language, or am I revising something I or my MST has already presented and practiced, or
is it a mixture?

- The students will sit on the mat and listen to the teacher.
- The teacher will practice with them first the parts of the plant, then she’ll introduce for them new
objectives about where the fruits/vegetables grows.
- My aim is to teach the students Science in Arabic language.
- The students will learn that the fruits/vegetables could grow in three different places and ways,
they’ll understand by watching pictures of some several fruits/vegetables in the places they grow in.
- The students will be able to mention the places each fruit/vegetable grows in and will be able to say
what they saw and learned.
- I’ll show them the PowerPoint slides then I’ll give the students several activities on it at the end.
- The students will mention the three places the fruits/vegetables grow in: “in the trees, on the ground
or under the ground.”
- The students will have to answer me with a full sentence for example: “yes I do understand”, “no I
don’t understand”.
- The students will ask me to re explain it when they don’t understand; the students will say: “may
you explain it again please?”
- If the students don’t know something, they’ll ask the teacher: “what’s this miss?”
SKILLS – Which skill(s) am I teaching and what aspect of that / those skill(s) will I focus on?

- Develop their listening, memorising and speaking skills.


RESOURCES –– What resources do I need to create the context and provide practice so the students can do what they
need to do to develop? - Include realia, books, handouts, multimedia, songs, games, etc.

- Flashcards (parts of the plant)


- “Fruits & Vegetables” bag
- PowerPoint slides
- Video about plants
- Flashcards (memory cards game)
- The picture and the play dough
- Whiteboards and markers
- Game on the computer
- Poster and colours
- Sand in trays

ACTIVITIES – What activities can I design that use the resources and are appropriate in the context? Are my activities
authentic and purposeful?

1- While explaining about the different places the fruits/vegetables grows in I’ll bring a bag with real
fruits and vegetables inside it. To make my lesson more interesting I’ll bring out the fruit or the
vegetable from the bag that grows in the place I’m talking about.
2- PowerPoint slides about the plants and where fruits and vegetables grow.
3- Flashcards about the parts of the plant.
4- Memory cards game, the students will play the memory cards game on the board.
5- The teacher will play with the students a game on the computer. There will be a tree, short plant and
roots under the ground. At the bottom of the page there will be some fruits and vegetables pictures.
The teacher will point at each fruit or vegetable at a time and asks where to put each one? The
students will say where it grows and the teacher will move it to the right place.
6- There will be a big poster on the floor and the students will draw and colour the fruit or the
vegetable they want with the right place it grows in.
7- There will be a picture of a tree, ground and roots. The students will make fruits/vegetables with
the play-dough and put it in the right place on the picture where it grows in.
8- There will be sand in the trays and the students will draw a tree, plant or roots with their fingers.
Activity Time Interaction Teacher (activity + exact instructions Student (what they do + language you Purpose / objective of the activity MCT comments
you intend to give) expect them to use)

T-S Rules – reminder S will sit on the mat circle. To make it authentic
S-T T tells the student to sit on the
2
mat.
Engage minutes
T elicits prior knowledge
S will say what they know To allow them sharing what
(Starter/Opening)
T will ask the students what about plants. they know
do they know about plants.
3
minutes T will ask the students if it’s S will answer the teacher and
living or non-living and why will say why and what does
S-S they answered this way, give the plant need to grow. To revise what they learned
reasons and say what does the before
plant needs to grow.

T will show them flashcards S will say the parts of the


about the parts of the plant as plants loudly, they will say
a revision, each part by a the part in the picture which
time. the teacher is pointing at.

T will practice with them first


the parts of the plant, then S will be given time to try
she’ll ask them to think and guessing what we’ll talk To expand their imagination
guess what are we going to about today. and knowledge
learn next, after that she’ll
start introducing for them the
new objectives about where
the fruits/vegetables grows.
T will distribute a smiley and
a sad face to each student and S will listen to the teacher
before starting the lesson she giving instructions about the To express their feelings and
will explain to them that if smiley and sad face to know understanding
they don’t understand why and when to use them.
something they should raise
the sad face up and if they
understand they should raise
the smiley face up.

Transition T will ring the bell to attract S listen carefully To obey the teacher’s rules
2
(Strategy how to T-S the students’ attention and to S sit quietly
minutes
move from one announce that it’s time to start S prepare for starting the To check the understanding
part of the lesson with the new objectives. lesson
to the other) To sit quietly and focus
T will show the students a S will try to think again of
Building T-S picture in the PowerPoint other things they could be
Knowledge S-T learning about from the To attract their attention
10 slides and ask them what do
minutes they see in the picture, then displayed picture.
ask them to think again of
(Lesson other possibilities of what
Proper/Teaching) we’ll learn about today?

S will understand that fruits To keep them focused


T will use the PowerPoint and vegetables could grow in
slides which will include different places and will
pictures of where some fruits memorise where they grow.
and vegetables grow.
5
minutes
T will explain about the S will guess what's in the bag. To make it exciting
different places the
fruits/vegetables grow in, I’ll S will raise their hands after
bring a bag with real fruits they think of some things that
and vegetables inside it. To could be in the bag.
make my lesson more
interesting I’ll bring out the
fruit or the vegetable from the
bag that grows in the place
I’m talking about, then I’ll ask
the students to guess what do
I have in the bag, and I’ll ask S will name what the teacher
them to think first. brings out from the bag. First,
they’ll say whether it’s s a
T will bring out some real fruit or a vegetable then
fruits and vegetables from the they’ll say what is it called
bag. and where it grows.

S will sit quietly on the mat


and watch the video.

T will play a video about the


plants for the students to
watch.

T-S T will ring the bell to attract S prepare for the other To obey the teacher’s rules
2
Transition the students’ attention and to activity To check the understanding
minutes
announce that it’s time to To end the teaching part and
move to another activity S will listen to the instruction move to the activities
To attract their attention and
T will finger clap S will finger clap as well make them look at her
To make them sit quietly and
T will sing “one by one” song S will sit quietly and fold for the teacher to choose them
their hands first
S-S T will play with them a game S will be able to answer after To make them think which
7
Transformation on the computer. There will they saw the slides in the one grows where
minutes
be a tree, short plant and roots PowerPoint, depending on
under the ground. At the what they memorised from
(Doing the activities)
bottom of the page there will the slides they’ll say whether
be some fruits and vegetables it grows up in the tree, or on To make sure the student
pictures. The teacher will the ground, or under the understands where they grow
point at each fruit or vegetable ground. They'll say where it
at a time and asks where to grows so the teacher would
put each one? Then she’ll drag the fruit/vegetable to the To practice more
move it to the right place. right place it grows in. If the
students don’t know what’s in
the picture, they’ll ask the
teacher: “what’s this miss?”

5 To make them focus,


minutes T will display the cards on the S will sit politely and raise concentrate and memorise the
T-S
board flipped upside down for their hands to play in turns. cards
the memory cards game. Then
the teacher will choose the S when the teacher will
student who’s raising his/her choose a student, the student
hand to play in turns will go to the board and flip
two cards, if they’re alike
he/she will keep the cards
7
flipped, if they’re not they’ll
minutes
flip the cards back to allow
T will explain to the students their friends to play again. To share what they’ll use such
that there is a big poster on as colours and the poster
the floor and they’ll draw and
colour the fruit or the To identify that there are three
vegetable they want and draw S will draw and colour the places for the fruit/vegetables
it with the right place it grows fruit or the vegetable they to grow in and express what
in whether it grows on top of want with the right place it they know and understand by
the tree, on the ground, or grows in. drawing
5
minutes
under the ground.

To make sure that the students


T will explain to the students
are able to identify that fruits
that there will be a picture of a
and vegetables grows in
tree, ground and roots. The
different ways and places
students will make
S will use the play-dough to
fruits/vegetables with the
make fruits/vegetables with it
play-dough and put it in the
then they’ll put it in the right
right place on the picture
place on the picture where it
where it grows in.
grows in.
To check the understanding
T will explain to the students
that there'll be sand in the
trays and the students will S will draw a tree, plant or
draw a tree, plant or roots roots with their fingers on the
with their fingers. sand in the tray they have.
To expand their knowledge
T will tell the students to draw S will use the markers to by drawing by themselves
on the whiteboard any fruit or draw on the small what they learned and to
vegetable they want in the whiteboards about plants and express it by drawing what
right place it grows in or what they’ve learned they know
anything related to plants and
to what they’ve learned To make sure they understand
the lesson
Transition T-S T will ring the bell to attract S will tidy up and clean the To obey the teacher’s rules
2
the student’s attention and to classroom for the closure. To check the understanding
minutes
announce that it’s time to take To know that the activities
the stuff and tidy up and clean time is over and it’s time to sit
the classroom. S will know that activity time back on the mat politely
is over
T will switch on and off the S will start cleaning up, and To attract their attention and
lights finish before the song finishes notifies them that activity
T will play the “clean up” time is over
song S will sit on the mat quietly To make the students starts
T will count down from 10 to before the teacher finishes cleaning up
1 for the students to get back counting down To make the students return to
and sit on the mat quietly the mat and sit quietly

Reflection T-S T will ask the students to S will act how the fruit or the To check the understanding
5
show her how the vegetable the teacher
minutes
Wrap Up S-S fruit/vegetable grows. If it mentioned grows, whether
(Closing) grows under the ground, they it’s under the ground or on To wrap up the lesson and
must sit on the floor and bend the ground or in the trees. exit quietly
their knees. If it grows on the
floor, they must sit on the
floor and move their hands as
S-S its growing on the floor. If it
grows on the trees, they must
stand up and raise their hands. S will sit quietly and look at
the flashcards, they’ll raise To share their thoughts and
T will show the students their hand to answer the understanding
flashcards of some teacher of what do they see
fruits/vegetables and will ask and where it grows and say
the students to say what is it anything they know or want
called, where it grows and say to share about it
anything about it, for
example: “we use the lettuce S will raise the smiley face up
in the salad.” if they understand and the sad
face if they don’t, then they’ll To express their feelings and
T will ask the students if they raise the smiley face if they understanding and for the
understood the lesson and liked the story and a sad face teacher to know how they feel
whether they like it or not if they didn’t like it.

Das könnte Ihnen auch gefallen